The participation of learners with autism spectrum disorder in the inclusive classroom : educators’ experiences

Abstract

This research study sought to identify the experiences of educators with learners with ASD in an inclusive classroom. This study also aimed to identify any strategies that educators are using to ensure learners' participation in the classroom. The Person-Environment-Occupation (PEO) model and the Coping model were the models chosen due to their relevance to this research study. The PEO emphasises on the interaction between the person, the environment and the occupation. While the coping model guides Occupational therapist (OT) to use different strategies with ASD learners. A qualitative approach was adopted for this research study. In total eight semi-structured interviews with open-ended questions were carried out with educators working in a primary Church school. The participants chosen for this research study were selected by purposeful sampling. The sample consisted of teachers (3), LSEs (3), the school INCO (1) and the Autism Child Support teacher (1). All the interviews were held online due to the Covid-19 pandemic. The researcher gathered data from the interviews by thematic analysis. Themes and subthemes were identified. The themes include Physical Classroom, Knowledge and Support including the sub-themes Academic knowledge and Empowerment. Other themes that emerged include Equality and Teamwork, and the identified sub-themes were the Occupational Therapist and Collaboration and Communication. From the Pedagogy theme, the sub-themes that originated were Teaching Methods, Strategies used in the classroom, and Social Involvement. Results show that participants use different strategies and implement different methods to facilitate the learning of the ASD student. Participants expressed the need for further specific training regarding ASD since they feel that they are not knowledgeable enough on how to deal with certain situations that may arise. Furthermore, it was identified that Occupational Therapy is still a new profession that needs to evolve further in Malta’s educational system. Although some of the participants were not knowledgeable of what Occupational Therapy is about, they all expressed that having such a profession in school would be beneficial for both the educators and the ASD learner. From this research study, recommendations were formulated according to the results obtained. Some of these recommendations include that there should be more awareness about the role of an Occupational therapist (OT) and how important this profession is in schools. Moreover, there should be the frequent presence of an OT and an INCO in every school around Malta and Gozo. Additionally, educators shall use different srategies and resources to promote learning for students with ASD. Furthermore, the educators shall have more opportunities to attend seminars and study abroad to be more aware on how to deal with ASD and other conditions that the learners may have.